Background/purpose: The qualitative study discusses applications of artificial intelligence (AI) in Jordanian schools for the gifted. This research accounts for how AI is thought to influence teaching procedures, learning outcomes, and the development of the gifted education profession. Materials/methods: A qualitative design was utilized, and data were gathered using semi-structured interviews with six experienced teachers in King Abdullah II Schools for Gifted Students. Thematic analysis was used to highlight significant findings regarding AI practice and its impact on education. Results: The study finds that AI positively impacts gifted education through solving system issues, personalized learning, real-time feedback, and large-scale learning analytics. The respondents cited the capacity of AI to bring about change by automating repetitive administrative tasks and facilitating personalized learning as the most frequently occurring theme. Conclusion: AI is a driver for innovation in gifted education, facilitating critical thinking, creativity, and adaptive problem-solving. Some of the top practices include virtual reality, augmented reality, intelligent content generation, and adaptive tutoring systems. The study outlines how AI can promote reform in gifted education towards more inclusive, efficient, and student-centered learning environments.